Mom's Magic Muffins



By: Kelsey Pugh

Emergent Literacy Lesson



This lesson aims to teach kindergarteners how to detect the phoneme /m/ in spoken words. Students will learn to recognize /m/ in spoken words by learning a meaningful representation (rubbing our belly for satisfaction) and the letter m, practice finding /m/ in words, and apply phoneme awareness with /m/  in phonetic cue reading by distinguishing rhyming words from begging letters.


Materials: Primary paper, pencils, tongue tickler on poster, paper, crayons, & assessment




1. Say: Did you know that reading and writing letters is like breaking a secret code? The tricky part is what the letters stand for, the way our mouth moves as we say words. Today we will begin our journey to becoming expert code breakers by spotting the mouth move /m/. We spell /m/ with the letter M. /M/ sounds like “mmmm mmmm yummm” when we like our food.


2. Let's pretend you just ate something really good.  Let's rub our belly, /m/, /m/, /m/. ( rubbing our belly) Does anyone notice what your mouth is doing, your lips are touching and you are blowing air from your throat to make the sound “mmmm.”


3. Let me show you how to find /m/ in the word bump. I'm going to stretch bump out the word bump out in a slow motion and listen for the mmm m mmm yummy sound.  I do hear /m/ in bump. Bbb-uu-mmp. There it was! I felt my lips touch each other and my throat blow air. I can feel the mmm mmm yum /m/ in bump.


4. Let's try a tongue tickler [on poster]. "My momma made me mash my magic muffins." Everybody say it three times together. Now say it again, and this time stretch the /m/ at the beginning of the words /mmmm/. Try it again, and this time break it off the word: /M/y /m/omma /m/ade /m/e /m/ash /m/y /m/agic /m/uffins.


5. [Have students take out primary paper and pencil]. We use the letter M to spell /m/. Lets write the lowercase letter m. Start at the fence and go to the sidewalk. Go back to the fence and make two humps. After the second hump, go back to the sidewalk. I want to see everybody's m's. After I put a smile on it, I want you to make nine more just like it.


6. Now we are going to read different words and see if we can find the /m/ in them. [Call on student] Do you hear /m/  in father or mother? [call on student] Do you hear /m/ mustard or ketchup?  [call on student] Do you hear /m/ dime or nickel? [Call on student] Do you hear /m/ crayon or marker? [Call on student] Do you hear the /m/ dirt or mud? Say:  Let's see if you can spot the mouth move /m/ in some words. I want everyone rubbing their tummy when they hear the /m/: father, mother, mustard, ketchup, dime, nickel, crayon, dirt, mud, marker.


7. Now let's read the alphabet book and the letter M. We are going to learn about the alphabet and the letters that are in the alphabet! I wonder what is going to happen in this story about our wonderful alphabet. Let's find out! What are some things on this page that you see that begins with the letter M? [pass out paper and crayons] Tell students to come up with an animal of their choice and make up a name for that letter that begins with the M. Then children can color their animal and write their name of their animal on the bottom of the paper (use invented spelling). Display their work.

1. Show MAN and model how to decide if it is man or tan: The M makes me rub my tummy as if I was satisfied, /m/, so this word is mmm-an, man. You try MAP: tap or map? MONEY: honey or money? MINK: mink or zink? MOUSE: house or mouse?

2. For assessment, distribute the worksheet. Students are to color the pictures that begin with the M. Call students individually to read the phonetic cue words from step # 8.




Shannon Alexander, Magical Moon:


Allyson Holton, Mmm.. Morgan made a milkshake:


Baily Debardeleben, Mmmm mmm Good with M:




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